Bellringer: 1/11 and 1/12 Pick up the paper by the door. Go to the URL below and fill out the course recommendation survey for next year: Tinyurl.com/AllenWorld2CR Update your ToC: 91: Notes – 19th Century Econ. Systems 92: Economics Game Worksheet 93: Study Guide – Unification/Industrial Rev. Write down your HW: Finish your study guide Study for your Unification/Industrial Rev. quest NEXT CLASS!

Capitalism, Communism, and Socialism: What do you think of?

Capitalism, Communism, and Socialism

So what is an economic system? An economic system is a system of production and exchange of goods and services as well as allocation of resources in a society. Three major economic systems during the Industrial Revolution: 1. Capitalism 2. Communism 3. Socialism An economic system is a system of production and exchange of goods and services as well as allocation of resources in a society.

https://www.youtube.com/watch?v=cH4j5NiJAiE

Economics Game: Capitalism, Communism, and Socialism Phase 1: Everyone needs to find a partner. You can only work in groups of 2 for this. Turn to the people beside you to find a partner. Game is designed to illustrate to students the differences between communism, socialism and capitalism.  The teacher will divide the whole class into groups of two and give them two pieces of candy. The teacher will explain that having one piece of candy is the minimum for survival and anything more than that provides more resources to do as they wish. Some students can and will get more than two, this represents the inequality of Capitalism—some people are born into this world already at an advantage. The group will play rock/paper/scissors for a couple of minutes for those pieces of candy. Each time a player wins in a r/p/s game they get a piece of candy from their opponent. The first round the teacher will give each group of two an uneven amount of candy (making sure that one student has significantly more than the other student). Students will then play r/p/s/ for a couple of minutes. After a couple of minutes the teacher will tell the students to stop and count their candy. In most situations the student who had the most candy before the game still will have the most candy at the end. Some people who started with a very little amount of candy will end up with none after the game. And only a few players with the lesser amount of candy will end up with more at the end of the game. This part of the game is an attempt to demonstrate capitalism. The second round the teacher will give all the students an equal amount of candy. At the end of the round, most of the students should still have about the same amount of candy or only a little less than their partners. This part of the game demonstrates socialism. Next, the teacher will take all the candy away from the students and they will react angrily. The teacher will ask the students what would appease them or keep them happy. The students respond by asking for their candy back. So the teacher gives them just as much as they needed to be survive, one. This part of the activity demonstrates communism. 

Economics Game: Capitalism, Communism, and Socialism Phase 1: Everyone will be given a certain number of Starbursts. DO NOT EAT THEM (YET!)!!! Game is designed to illustrate to students the differences between communism, socialism and capitalism.  The teacher will divide the whole class into groups of two and give them two pieces of candy. The teacher will explain that having one piece of candy is the minimum for survival and anything more than that provides more resources to do as they wish. Some students can and will get more than two, this represents the inequality of Capitalism—some people are born into this world already at an advantage. The group will play rock/paper/scissors for a couple of minutes for those pieces of candy. Each time a player wins in a r/p/s game they get a piece of candy from their opponent. The first round the teacher will give each group of two an uneven amount of candy (making sure that one student has significantly more than the other student). Students will then play r/p/s/ for a couple of minutes. After a couple of minutes the teacher will tell the students to stop and count their candy. In most situations the student who had the most candy before the game still will have the most candy at the end. Some people who started with a very little amount of candy will end up with none after the game. And only a few players with the lesser amount of candy will end up with more at the end of the game. This part of the game is an attempt to demonstrate capitalism. The second round the teacher will give all the students an equal amount of candy. At the end of the round, most of the students should still have about the same amount of candy or only a little less than their partners. This part of the game demonstrates socialism. Next, the teacher will take all the candy away from the students and they will react angrily. The teacher will ask the students what would appease them or keep them happy. The students respond by asking for their candy back. So the teacher gives them just as much as they needed to be survive, one. This part of the activity demonstrates communism. 

5-6 “Upper class” 3-4 “Middle class” 1-2 “Lower class” Number of Starbursts Your Social Class 5-6 “Upper class” 3-4 “Middle class” 1-2 “Lower class”

Economics Game: Capitalism, Communism, and Socialism Phase 1: With your partner, you will play “Rock, Paper, Scissors” until time is called (or until one of you run out of Starbursts). If this happens, please wait quietly until time is called. Game is designed to illustrate to students the differences between communism, socialism and capitalism.  The teacher will divide the whole class into groups of two and give them two pieces of candy. The teacher will explain that having one piece of candy is the minimum for survival and anything more than that provides more resources to do as they wish. Some students can and will get more than two, this represents the inequality of Capitalism—some people are born into this world already at an advantage. The group will play rock/paper/scissors for a couple of minutes for those pieces of candy. Each time a player wins in a r/p/s game they get a piece of candy from their opponent. The first round the teacher will give each group of two an uneven amount of candy (making sure that one student has significantly more than the other student). Students will then play r/p/s/ for a couple of minutes. After a couple of minutes the teacher will tell the students to stop and count their candy. In most situations the student who had the most candy before the game still will have the most candy at the end. Some people who started with a very little amount of candy will end up with none after the game. And only a few players with the lesser amount of candy will end up with more at the end of the game. This part of the game is an attempt to demonstrate capitalism. The second round the teacher will give all the students an equal amount of candy. At the end of the round, most of the students should still have about the same amount of candy or only a little less than their partners. This part of the game demonstrates socialism. Next, the teacher will take all the candy away from the students and they will react angrily. The teacher will ask the students what would appease them or keep them happy. The students respond by asking for their candy back. So the teacher gives them just as much as they needed to be survive, one. This part of the activity demonstrates communism. 

Economics Game: Capitalism, Communism, and Socialism Phase 1: STOP! Count your candy. See which partner has more candy. Question: Do you have more candy than you started with? Do you have less candy than you started with? Game is designed to illustrate to students the differences between communism, socialism and capitalism.  The teacher will divide the whole class into groups of two and give them two pieces of candy. The teacher will explain that having one piece of candy is the minimum for survival and anything more than that provides more resources to do as they wish. Some students can and will get more than two, this represents the inequality of Capitalism—some people are born into this world already at an advantage. The group will play rock/paper/scissors for a couple of minutes for those pieces of candy. Each time a player wins in a r/p/s game they get a piece of candy from their opponent. The first round the teacher will give each group of two an uneven amount of candy (making sure that one student has significantly more than the other student). Students will then play r/p/s/ for a couple of minutes. After a couple of minutes the teacher will tell the students to stop and count their candy. In most situations the student who had the most candy before the game still will have the most candy at the end. Some people who started with a very little amount of candy will end up with none after the game. And only a few players with the lesser amount of candy will end up with more at the end of the game. This part of the game is an attempt to demonstrate capitalism. The second round the teacher will give all the students an equal amount of candy. At the end of the round, most of the students should still have about the same amount of candy or only a little less than their partners. This part of the game demonstrates socialism. Next, the teacher will take all the candy away from the students and they will react angrily. The teacher will ask the students what would appease them or keep them happy. The students respond by asking for their candy back. So the teacher gives them just as much as they needed to be survive, one. This part of the activity demonstrates communism. 

What is capitalism? Economic system. Believes in individual ownership and competition. Theory: When everyone is selfish and concerned with personal profit, everyone will benefit. Adam Smith = “the” capitalist Wrote Wealth of Nations: felt capitalism good for society = THE BEST ECONOMIC SYSTEM!

What’s good about capitalism? Freedom, choice. You can work wherever, buy whatever, and pretty much do whatever. If you’re successful, you can be very successful (Think Bill Gates) “Survival of the fittest”  only the strong survive in capitalism!

What’s bad about capitalism? No “safety net.” If you fail, you FAIL! The government is not going to save you. If you’re unsuccessful, you can be very unsuccessful. Think about the poor. Big gap between rich/poor.

Economics Game: Capitalism, Communism, and Socialism Phase 2: Divide up your candy amongst you and your partner so you both have the same amount (or as close to equal as possible). Play “Rock, Paper, Scissors” for 2-3 minutes or until one person has all the candy (if that happens). The second round the teacher will give all the students an equal amount of candy. At the end of the round, most of the students should still have about the same amount of candy or only a little less than their partners. This part of the game demonstrates socialism. Next, the teacher will take all the candy away from the students and they will react angrily. The teacher will ask the students what would appease them or keep them happy. The students respond by asking for their candy back. So the teacher gives them just as much as they needed to be survive, one. This part of the activity demonstrates communism. 

Communism/Socialism: What’s the difference? Socialism is the stage between Capitalism and Communism. Nationalizes the means of production (i.e. corporations, banks, raw materials, etc.) = gives control of them to the government BUT: NOT all are equal! People are paid wages based on several factors (social need, difficulty of job, amount of schooling required, etc.), so not everyone will make the same wage.

Economics Game: Capitalism, Communism, and Socialism Phase 3: Turn your attention to Ms. Allen and Ms. Borg. Pool all your candy (between you and your partner) together into one pile. The second round the teacher will give all the students an equal amount of candy. At the end of the round, most of the students should still have about the same amount of candy or only a little less than their partners. This part of the game demonstrates socialism. Next, the teacher will take all the candy away from the students and they will react angrily. The teacher will ask the students what would appease them or keep them happy. The students respond by asking for their candy back. So the teacher gives them just as much as they needed to be survive, one. This part of the activity demonstrates communism. 

What is communism? Economic system. Believes in collective (group) ownership and a planned economy (government makes decisions). Theory: Everyone pools their resources and labor to evenly distribute everything. Everyone gets an EQUAL amount of everything, regardless of how hard you work or don’t work! Karl Marx = “the” communist Wrote The Communist Manifesto with Engels – about class struggle, problems of capitalism Wrote Das Kapital: 1867, critique of capitalism Both written with Engels

A Closer Look at the Communist Manifesto: MAIN PROBLEM: Class struggle (between the haves and have-nots) Class struggle leads to the dictatorship of the proletariat (middle class) Dictatorship of the proletariat = requires the transition to the abolition (ending) of all classes, the creation of a classless society Supported: Abolition of property, heavy taxes, central banking State-controlled communication, transportation, and education of children

What’s good about communism? Security, basic needs met. Everyone would have a job, house, health care, etc. NO SURVIVAL OF THE FITTEST PROBLEM HERE (ideally at least) Who would support this idea?

What’s bad about communism? Lack of choice No reward for being a better worker, slackers get no punishment (lack of incentives and consequences). Everyone expected to be the same (lack of focus on individual growth).

Marxism They believed they discovered an inevitable pattern Marx and Engels studied the history of the world’s economies Communism!!! Socialism Capitalism They believed they discovered an inevitable pattern Feudalism Basic Communism

How’s this related to the Industrial Revolution? Adam Smith’s capitalism dominated the IR- Led to bad working conditions. Karl Marx wrote about communism as solution to capitalism’s problems. Marx said the workers would get fed up and overthrow their governments and start communism.

After simulation: Answer the questions on your simulation sheet. Tinyurl.com/AllenWorld2CR Begin working on your study guide for your Unification/Industrial Revolution quest NEXT CLASS!